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Audiology Student Supervision and Precepting

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1.  Assessments performed for the purpose of providing feedback to students on performance without an associated grade are known as: Formal Informal Formative Summative

2.  The credentials required for clinical educators include: An Au.D. or other doctoral degree Certificate of Clinical Competence in Audiology (CCC-A) Clinical Preceptor Certification from the American Board of Audiology It depends on the requirements of the university program and state licensure board

3.  Which of the following is NOT a characteristic of typical adult learners? They expect to understand how the information presented is relevant to them. They want the instructor to have strict rules and stick to them at all costs. They have more extensive life experiences to draw upon. They want to be actively involved in structuring their own learning.

4.  The perspective that knowledge comes from authority and that an absolute answer exists is characteristic of which level of knowledge? Pre-reflective Quasi-reflective Reflective Post-reflective

5.  Which of the following is NOT a level of knowledge in the model known as Miller's Pyramid? Knows How Show How Does Synthesizes

6.  Which of the following is a characteristic of an "expert" learner? They do not yet know what it is that they need to know. They do not know how to find the resources that they need. They have an understanding about what they do and do not know. They can directly their learning independently of others and do not require assistance.

7.  Which of the following is a useful process for ensuring desired learning outcomes? Determine outcomes, design assessment(s), and develop teaching methods Develop teaching methods, determine outcomes, and design assessment(s) Design assessment(s), develop teaching methods, and determine outcomes Develop teaching methods, design assessment(s), and determine outcomes

8.  The process of thinking about thinking is known as: Cognition Metacognition Pre-cognition Contemplation

9.  Strategies for coping with discomfort when providing feedback can include: Regular use of structured assessment tools Request self-reflection from the student Use of "scripted" statements when needed All of the above

10.  Which of the following is true about providing feedback? Feedback should never be "informal" in nature. It should be done using formal measures. Feedback should always be associated with a grade to motivate student behavior. Students should be provided with an assessment early in the process so they know what they are supposed to learn and how it will be measured. There are certain things that you should assume that students know about your expectations without you having to say them.